ABSTRACT

Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students’ work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is crucial for teacher–student rapport. Therefore, it is important for teachers to know how to provide feedback in more affiliative, less threatening ways. Employing multimodal microanalysis of teacher–student interaction, this study demonstrates how one writing teacher used affiliative interactional resources–expressing empathy, being playful, and offering a compliment–in a way that was likely to minimise her imposition, reduce the authoritarian character of her feedback, and create affiliative moments with students while providing feedback on their work. Reflecting on the results of this analysis, the article offers pedagogical implications.

摘要

提供对学生作业的反馈是教学法的重要组成部分。然而，教师在评估学生的工作时可能会通过维护权威而无意中在他们自己和学生之间制造距离。这可能与在课堂上保持积极的氛围和与学生发展人际团结相冲突，而这对于师生融洽至关重要。因此，教师必须知道如何以更亲和、更少威胁的方式提供反馈。本研究采用对师生互动的多模态微观分析，展示了一位写作老师如何使用亲和互动资源——表达同理心、好玩和赞美——以一种可能最大限度地减少她的强加，减少她反馈的专制特征, 并与学生创造亲和时刻，同时为他们的工作提供反馈。反思这一分析的结果，本文提供了教学意义。